LAURA MASSON, SENIOR HEADTEACHER, LITTLE DUKES, UK
The concept of teacher professionalism is undergoing a significant transformation, necessitating a re-evaluation of its core components. This article explores the intricate relationship between teacher professional identity, autonomy, agency and accountability, arguing for a more nuanced understanding of teacher professionalism that acknowledges the dynamic nature of teacher identity and the critical role of agency over autonomy in educational settings. Traditional definitions of teacher professionalism often fail to capture the complexity of teachers’ work and the evolving nature of their professional identities. Recent research, including the Chartered College of Teaching’s report (Müller and Cook, 2024), highlights the need for a more comprehensive conceptualisation that recognises teachers as active agents in shaping their professional roles and practices. This shift in perspective is crucial for addressing the challenges
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As a teacher in my fourth year, I strongly believe that fostering a collaborative environment—both for students and staff—should be a priority. Encouraging professional dialogue and providing more opportunities to engage with research can have such a positive impact on our practice.
The idea of a ‘higher-trust, lower-stakes’ model of accountability is especially interesting. Moving away from rigid, high-stakes evaluations towards a system that values trust and autonomy acknowledges teachers as reflective professionals.
I’m lucky to see some great examples of this in my workplace—one of my favourites is our weekly book club for staff. It’s a space where we come together, reflect on our practices, and connect professional texts with what we do in our professional lives. Small initiatives like this make a big difference!